Introduction: The practice of neonatal resuscitation involves superior technical skills, an ability to lead an interdisciplinary team as well as make clinical decisions based on complex dynamic transitional physiology within a narrow timeline. These skills are a mandatory component of pediatric residency training and have been assessed using standardized assessment tools such as certifying board exams, procedure checklists, and in training exams. Recent literature has raised concerns about trainees’ competency in the technical skills for neonatal resuscitation. This project sought to explore trainees’ perceptions of competency for neonatal resuscitation, as well as potential barriers that challenge this process. Methods: This project employed an interpretive design qualitative methodology, using an a priori educational theory incorporating the principles of social cognitive theory, deliberate practice, distributive practice, and ‘choke phenomenon’. Semi structured focus groups of residents and pediatricians were used for data collection. Interpretive analysis in the style of Crabtree and Miller was employed. Validity criteria as described by Lincoln and Guba were applied. Institutional ethics board approval was obtained. Results: The participants identified four attributes for competency in neonatal resuscitation required to ensure successful transition towards readiness for independent practice: (a) medical expertise, (b) leadership, (c) transferability, and (d) self-efficacy. The enablers and barriers towards acquisition of these four aspects during residency training and transition to practice were identified and explored. Conclusions: Through the self-reported experiences of trainees and practitioners and informed by educational theory, this study describes a “across rocky seas” graduated conceptual model of a sailing ship for competency acquisition in neonatal resuscitation. An understanding and application of this model may thus inform the development of new competency-based curricula. / Thesis / Master of Science (MSc) / The practice of neonatal resuscitation is challenging because practitioners are dealing with an infant who is critically ill, requiring multiple interventions within a very short duration of time. Despite residency training, literature reports challenges with acquiring and maintaining resuscitation skills. Using qualitative methods, specifically interpretive design, this project sought to explore trainees’ perceptions of competency for neonatal resuscitation, as well as potential barriers to this process. The principles of repeated exposure over different times in training, performance under pressure and the confidence in one’s abilities required to achieve a specific goal were used to inform data collection and analysis. The participants identified four attributes for competency in neonatal resuscitation required to ensure successful transition towards readiness for independent practice: (a) medical expertise, (b) leadership, (c) transferability, and (d) self-efficacy. Informed by educational theory, these constructs were then used to describe a conceptual model for competency acquisition in neonatal resuscitation

Introduction: In medical education, communication is recognized as a core competency for physicians. In Canada, medical students are taught core communication abilities. The importance of communication in postgraduate training is recognized in the CanMEDS competency framework. Although robust literature exists on teaching communication abilities to medical students, research in communication abilities for psychiatry residents is lacking, despite the fact that the clinical interview is frequently the only diagnostic tool available and often a key part of patient treatment. Given the transition to competency-based education in Canadian postgraduate medical education, it is critical that the psychiatric profession gains an improved understanding of the progression of communication abilities in psychiatry training. This study seeks to understand the progression of communication skills development in psychiatry. Methods: This study used a constructivist grounded theory approach. This study used purposive sampling and conducted semi-structured interviews with 14 faculty educators who regularly supervise psychiatry residents at two sites affiliated with one university-based residency program. Constant comparative analysis occurred concurrently with iterative data collection until thematic sufficiency was reached and all relationships between themes were determined. Results: Five themes outlining the progressive development of communication abilities were identified. Three themes identified three foundational sets of abilities, including refining pre-existing relational abilities, developing a repertoire of specific psychiatric communication abilities, and learning to reflect upon and manage one’s own internal reactions. These competencies served as foundational pillars for the final two themes, in which residents develop the personalized art of flexible psychiatric interviewing, which then allows them to skillfully partner with their patients in co-creating care plans. Conclusion: This research represents a first step in defining a communication competency framework for psychiatry residents. It includes defining the core abilities required for progression to unsupervised practice. Future research should explore generalizability, test the framework, and determine teaching and assessment methods. / Thesis / Master of Science (MSc) / In contemporary medical education, the ability to communicate well with patients is a fundamental competency. This set of abilities is taught in medical schools and reflected in residency training competence frameworks, such as the CanMEDS framework. In psychiatry residency training, communication is fundamental as the clinical interview is typically the only diagnostic tool available and frequently part of the treatment of psychiatric illness (e.g., psychotherapy). However, the development of psychiatric communication competency remains understudied. With the shift to competency-based education across Canadian psychiatry postgraduate residency education, understanding the development of patient communication abilities in psychiatry residents is critical for teaching and assessment. This research examines psychiatry educators’ perceptions of the developmental model of psychiatry resident competence in communication. The results of this study highlight five clear themes that emerge to explain how residents achieve the abilities to communicate with their patients at a level of competence that is compatible with independent practice. This framework brings clarity to the unique set of abilities that psychiatrists use to communicate with and help their patients. It will also serve as a foundation for developing teaching and assessment methods in psychiatry residency education and will serve as a basis for further research on the development of communication abilities in psychiatry residents.

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Information and Communications Technology play prominent roles in all aspects of human life today. School curricula is continually being revised to take advantage of the opportunities that ICTs offer to improve teaching and learning. Using the tool development type of design and development research, this study translates the UNESCO ICT Competency Framework for Teachers (UNESCO ICT-CFT) into an online survey that is capable of detecting if computer labs of teacher training colleges in developing countries have the capability to be used to train teachers to exhibit the UNESCO ICT competencies. By employing design and development techniques of expert review and field tests, an online tool was developed that was able to provide feedback on the capability of selected computer labs to be used as centers for training teachers on the UNESCO ICT-CFT. This report provides a detailed account of the tool development process, including expert review and field tests. / Ph. D.

Competency to stand trial cases constitute the largest percentage of forensic referrals for clinical psychologists. Furthermore, research suggests that the use of forensic measures facilitates the decisions of competency made by forensic examiners. This study investigated the construct validity of three competency measures: (a) the GCCT-MSH, (b) the MacCAT-CA, and (c) the ECST with 100 adult males incarcerated at the Tarrant County Jail in Fort Worth, TX. Construct validity was investigated via the use of a multitrait-multimethod research design for the three-prong conceptualization of the Dusky standard. Results indicated that current competency measures do an adequate job of assessing for factual understanding, but lack construct validity for two prongs: rational understanding and the ability to consult with counsel. In addition, the atypical presentation scales of the both GCCT and the ECST performed well at screening individuals for feigning. Finally, prediction of competency from clinical variables was also investigated. Psychotic symptoms and overall impairment were the strongest predictors of incompetency.

Evaluations of the Georgia Court Competency Test - Mississippi Version Revised (GCCT-MSH) and the Competency Screening Test (CST) have supported their use with pretrial defendants. The present study evaluated the efficacy of the measures with an inpatient population. Both measures were factor analyzed in an attempt to replicate; previously identified factor structures. Neither factor structure was replicated however, a distinct factor structure was identified for the GCCT-MSH. In addition, the relationship between sociodemographic variables, clinical variables, current symptomatology, and competency status were evaluated using discriminant functions analyses. The results suggest that the best predictors of incompetency in this sample are a diagnosis of a psychotic disorder or a non-psychotic affective disorder and a low measured IQ. Current symptomatology, as measured by the SCL-90-R, was not an effective predictor of competency status in this sample.

The research journals and publications are great source of knowledge produced by the virtue of hard work done by researchers. Several digital libraries have been maintaining the records of such research publications in order for general people and other researchers to find and study the previous work done in the research field they are interested in. In order to make the search criteria effective and easier, all of these digital libraries keep a record/database to store the meta-data of the publications. These meta-data records are generally well design to keep the vital records of the publications/articles, which has the potential to give information about the researcher, their research activities, and hence the competence profile. This thesis work is a study and search of method for building the competence profile of researchers’ base on the records of their publications in the well-known digital libraries. The publications of researchers publish in different publication houses, so, in order to make a complete profile, the data from several of these heterogeneous digital libraries sources have to be integrated semantically. Several of the semantic technologies were studied in order to investigate the challenges of integration of the heterogeneous sources and modeling the researchers’ competence profile .An approach of on-demand profile creation was chosen where user of system could enter some basic name detail of the researcher whose profile is to be created. In this thesis work, Design Science Research methodology was used as the method for research work and to complement this research method with a working artifact, scrum- an agile software development methodology was used to develop a competence profile system as proof of concept.

The diploma thesis with the competency framework for head teachers, aims to examine and describe which partial competencies and spheres of competencies are important for primary school head teachers, and whether the founders of the schools are familiar with their opinions. The study is divided into a theoretical and a practical part. The first chapter of the thesis deals with competencies, illuminates development of the term's usage in the Czech environment, and delineates the two primary levels of the concept - competency as an authority and competency as a set of knowledge, skills, experience etc. The second chapter explores competencies of the founders and their relationship with primary school head teachers. In this case, founders are represented by public authorities such as communities, community unions, or city districts. This chapter clarifies the concept of competency as a formal power/authority to make a decision and take responsibility in specific cases. The third chapter deals with competencies of primary school head teachers on both of the aforementioned levels. The chapter also presents the Czech competency framework for head teachers and compares it to its foreign equivalents. The biggest part of this chapter is dedicated to an analysis of partial competencies and spheres of competencies as...

TITLE: Analysis of the evaluation criteria of kindergarten headmasters by founders in Pardubicky region AUTHOR: Bc. Lenka Marková DEPARTMENT: School management centre SUPERVISOR: Mgr. Jiří Trunda ABSTRACT: This thesis analyzes the current criteria for evaluating the work of kindergarten headmasters. The criteria were created by community representatives as founders of the kindergarten. The thesis also focuses on identifying indicators leading to the fulfillment of the evaluation criteria. Monitoring headmasters views on the current criteria, which they are valued, is the part of research. Through the analysis criteria, surveys and informal interviews with representatives of the founders and headmasters the deficiencies in the structure and list of criteria were found. The research has shown inconsistency and formality outlined evaluation criteria with absence of their indicators. Based on the findings was recommended evaluation criteria to include all areas of the kindergarten headmasters. Indicators, that show the way to meet the criteria, were also suggested. This thesis aims to draw attention to current issues in evaluating the work of headmastrers at the regional education as well as to need for systemic solutions in this area. This thesis can be used as the theme for the creation of evaluation criteria...

The diploma thesis deals with the current topic of headmaster's competence at secondary vocational schools, technically oriented. The thesis is based on the general theory of competencies and competency models. It aims to identify the headmaster's competencies at the technical vocational school in Prague and based on these findings create the competence model. On the basis of the literature search, a research was carried out, its purpose was to find out what competences the those people possess, i.e. to identify these competencies and to compile a competence model. The questionnaire survey technique was used as the first, data collection technique. Within the questionnaire survey, all headmasters and deputy headmasters were approached at 15 secondary technical schools in Prague. The third group of respondents was consisted of the founder of these schools. Through the questionnaire survey, we determined the importance of individual competencies. The second used technique was a semi-structured interview with selected representatives of respondent groups (headmasters and deputy headmasters). The interview was used to verify observable formulations that are part of the competency model. The result of the practical part is the competence model of the headmaster at secondary technical school in Prague....